Gao Yan (2001。2), another principal investigator of cooperative learning defined cooperative learning as: “Simply put, cooperative learning means activities which let group as the basic organized form, and make team members help each other to achieve the common goal of learning。”

Our cooperative learning scholar Wang Hongyu (Guo Yanbing, 2002) said: “The so-called cooperative learning regards small group learning as the main form of organization in classroom teaching。 It’s a teaching strategy system which takes advantage of cooperative interpersonal communication to contribute to students’ cognition and emotion according to certain cooperative procedures and methods that can make students learn in heterogeneous groups。”

Looking at the world cooperative learning experts’ knowledge about cooperative learning’s concept, English cooperative learning refers to teaching activities which make heterogeneous learning groups as the basic form, team members’ cooperative activities as the main body, groups reaching the standard as the target and the overall team score as basis for evaluation and reward。 Teachers can systematically use interactive teaching dynamic factors to promote students English learning and to achieve common goals in learning English。

3。 The Necessities of Carrying Out Cooperative Learning

Many teaching practice shows that cooperative learning had an obvious promoting effect on students’ intelligence and non-intelligence factors, the use of cooperative learning teaching method has positive effects on improving English teaching and developing students comprehensive quality, they were mainly manifested in the following respects:

3。1 Improving the relationship between teachers and students来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-

In traditional education, teachers play a role of both director and actor in order to maintain the authority。 Cooperative learning promotes teachers to use the interactions between teachers and students properly, pay more attention to students’ activities, give full consideration to the subject status of students and leave the most of class time for students, so that they have a chance to work together simultaneously improve together。 It also merges teachers’ activities, students’ activities into an organic whole and provides a new pattern of interaction between teachers and students。 Therefore, teachers and students can have equal dialogues and exchanges that actually embody teaching democracy。